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Abstract We investigated how families experienced immersion as they collaboratively made sense of geologic time and geoscience processes during a place-based, learning-on-the-move (LOTM) experience mediated by a mobile augmented reality (MAR) app. Our team developed an MAR app,Time Explorers, that focused on how rock-water interactions shaped Appalachia over millions of years. Data were collected at the Children’s Garden at the Arboretum at Penn State. Data sources were videos of app usage, point-of-view camera recordings with audio capturing family conversations, and interviews from 17 families (51 people). The analytical technique was interaction analysis, in which episodes of family sense-making were identified and developed into qualitative vignettes focused on how immersion did or did not support learning about geoscience and geologic time. We analyzed how design elements supported sensory, actional, narrative, and social immersion through photo-taking, discussion prompts, and augmented reality visualizations. Findings showed that sensory and social immersion supported sense-making conversations and observational inquiry, while narrative and actional immersion supported deep family engagement with the geoscience content. At many micro-sites of learning, families engaged in multiple immersive processes where conversations, observational inquiry, and deep engagement with the geoscience came together during LOTM. This analysis contributes to the CSCL literature on theory related to LOTM in outdoor informal settings, while also providing design conjectures in an immersive, family-centered, place-based LOTM framework. 

To support scientific observation, we conducted a research study using a place-based, mobile augmented reality (AR) app to assist families in learning about healthy habitats for pollinators. By analyzing videos and transcripts from 17 families, we found the significant effects of seven learning activities on families’ scientific observation along four dimensions. The study contributes findings related to how engaging with various features of an AR app can influence aspects of families’ scientific observation. 

This research applies the Epistemic Network Analysis (ENA) method to analyze 11 families’ science talk as they engaged with mobile augmented reality (AR) to learn about cave formation. Results show that the design features in the Cave Explorers mobile AR app triggered four types of families’ science talk. Families with high pre-post gain knowledge scores of the app content engaged in more frequent and detailed describing and identification talk styles when encountering the science content and the place-based observation prompts. Children in these families read more science content aloud and used it to make sense of their observations in the cave exhibit by making explanations and inferences. 

Building from literature connected to mobile learning and sense of place, this study explores the influence of place on families’ experiences while using a mobile augmented reality app about pollinators that was designed to be used in outdoor spaces. From the second data collection of a design-based research study with nine families, we investigated the difference between two families’ experiences completing the app at home or at a local park. This analysis demonstrates how families’ sense of place interacts with the design of mobile augmented reality applications to influence the connections they make with their local outdoor settings and communities. Further attention to the sociocultural and political elements of sense of place within the design of a mobile augmented reality app could potentially help foster ecological stewardship actions and behaviors. 

We investigate how design elements can support sensory engagement and sense-making through discussion and place-based activities offered via a QR code triggered, web-based mobile learning experience. 31 families (116 individuals; 54 adults, 62 youths) were recruited at a nature center to participate in learning activities related to pollinators and native plants. From the learning-on-the-move and science education literatures, two design conjectures guide our work a) sensory engagement via tactile and visual observation of objects and specimens on-site supports scientific noticing and b) discussion prompts and place-based activities support sense-making and knowledge integration via focusing conversation on scientific phenomena and big ideas. Families were observed seamlessly engaging in discussions beyond intended geographic boundaries as they observed and engaged in discussions of phenomena across space. This analysis contributes to the literature on informal learning environments and the role that QR-triggered web-based science content can provide in outdoor learning settings. 

Mobile technologies that include photo-taking elements help to support children’s observation and exploration of the natural world; however, how families engage with digital photo-taking features have not been fully explored. We investigated how 22 families engage with digital photo-taking features of a MAR app that prompts place-based observation of the outdoors. Families’ interactions with the app were qualitatively coded and then two vignettes from different place-based micro-learning locations were developed to understand learning practices related to photo-taking. Findings show that families were deliberate in taking photos that recorded their observations of the outdoors; however, the environment and features within the app impacted families’ observational talk and excitement levels during the photo-taking activities themselves. These findings contribute to the understanding of the importance of photo-taking activities during MAR experiences. 

Our team of educational researchers, designers, and programmers are developing a suite of mobile augmented reality (MAR) apps to support rural families to learn science outdoors during their out-of-school time. We present MAR technology designs we have used across four mobile apps for learning about cave formation, land-water interactions over geologic time, pollinators, and pollination. We describe three different MAR app features to support observing science in outdoors: 1) AR filters and visualizations; 2) digital resources tied to place and 3) photo capture and question prompts to integrate observations and science. 

Immersive AR technologies can support students’ learning processes and deep engagement with outdoor science pursuits, yet few studies explore these technologies with out-of-school learners. We analyze how immersive AR features built into an outdoor-based mobile app shaped nine families’ learning experiences as they explored pollinator habitats. Preliminary findings revealed that immersive AR scanning tools built into the Pollinator Explorers app guided families’ observational practices of real-world objects through virtual overlays representing pollinator habitats. 

From a design-based research study investigating rural families’ science learning with mobile devices, we share findings related to the intergenerational exploration of geological time concepts at a children’s garden at a university arboretum. The team developed a mobile augmented reality app, Time Explorers, focused on how millions of years of rock-water interactions shaped Appalachia. Data are recorded videos of app usage and interviews from 17 families (51 people); videos were transcribed, coded, and developed into qualitative case studies. We present results related to design elements that supported sensory engagement (e.g., observation, touch) through AR visualizations related to geological history. This analysis contributes to the literature on informal learning environments, theory related to learning-on- the-move, and the role of sensory engagement with AR experiences in outdoor learning. 

From the first iteration of a design-based research study with 16 families, we investigated at-home intergenerational exploration of pollinators and plants. The team developed a mobile augmented reality app focused on plant-pollinator interactions. We investigated how AR elements influence families’ learning in their backyards. This analysis informs the design of mobile augmented reality apps that are site-independent for families’ collaborative learning opportunities in outdoor, home-based settings.